For example, superintendents used to be given some leeway in hiring and firing of relevant personnel. Now, if the "relevant school staff when schools fail to make annual yearly progress for four consecutive years" they must be fired (Peterson & Young 2004:1). "Similarly, a significant downturn in student achievement and K-12 education's need to seek larger percentages of ever shrinking state budgets, motivated twenty-three states to pass laws authorizing state or city takeovers of districts perceived to be in crisis," taking many traditional roles and responsibilities away from school superintendents (Peterson & Young 2004:1). NCLB federal funding guidelines have essentially, in some state legislator's eyes, forced their hands to take control over locally supervised districts.
Interventions to influence the interrelationships
To better improve district performance, superintendents can work with teachers to create enrichment programs and test-centered supplements to the curriculum at 'at risk' schools. There is limited federal funding available for school leadership enrichment programs, and promoting individuals to leadership positions who come from the district and understand the unique needs of the student population is recommended. For school districts that widely vary in their performance, superintendents can consult teachers and principles with winning strategies, and encourage these educators to share their techniques with teachers and principals from failing districts.
Keeping abreast of the law and development of special education is also essential as there are also even legal concerns pertaining to NCLB. In the foreseeable future it "is conceivable that schools will be held legally accountable for diagnosing pupils' needs,"...
" In addition to the highly qualified mandates of NCLB there are also requirements to use research-based education practices over effective-based education practices. The different levels of ability combined with the various qualifiers of special education students present a difficulty in determining the best course of research-based learning. In addition the ability to track and report such learning becomes difficult at best, impossible at worst. The Issue Given the wide spectrum of students that
NCLB The federal government drafted the Individuals with Disabilities Act (IDEA) to promote equality amongst disabled children. The Act provides that all children with disabilities should receive equal opportunities, economic self sufficiency, independent living, and full participation (Boon & Alissa, 2011). Processed in 1975, and edited in 2004, the Act aims in curtailing educational constraints associated with insufficient focus and low expectation on alternative research. This includes teaching techniques and
Gardner, like Emerson, Russell, and Einstein, also criticizes the substantive choice of subject matter and the ineficiency with which traditional educational methods inspire genuine understanding or long-term retention of what is learned that way. I think that we teach way too many subjects and we cover way too much material and the end result is that students have a very superficial knowledge, as we often say, a mile wide and an
No Child Left Behind and Black Males No child left behind No Child Left Behind: Cause and Effect Essay The No Child Left Behind Act (NCLB) was passed in 2001 in order to improve overall students' performance and to decrease the performance gap between minority and mainstream students. However other effects have emerged since its implementation. Through this cause and effect essay, author sheds light on effects of the NCLB. It has been
Policy Making Process Welfare Reform Policy Analysis Success of welfare reform is ambiguous. Media and well-known public officials claim to have had achieved welfare reforms. However, after 4 years of new policy regime, majority also accepts that welfare reforms have been successfully achieved. Temporary Assistance for Needy Families (TANF) also validates this by stating that welfare rolls have dropped by 53% to 6.28 million recipients in June 2000 from 12.24 million
Superintendents must deal with student populations that change yearly as school choice options alter. These alterations will influence schools that have to present school choice, and schools that do not get Title 1 funds. The child who uses school choice does not have to attend another Title 1 school. They may decide to go to a school that does not get Title 1 funding (Whitney, 2011). Evaluation of the Effect
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